Thesis (M.H.A.)--University of Michigan, 1957.

Thesis (M.H.A.)--University of Michigan, 1957.

Thesis (M.H.A.)--University of Michigan, 1973.

Thesis (M.H.A.)--University of Michigan, 1973.

No description available.

Thesis (PhD)--University of South Australia, 1998

published_or_final_version / Management Studies / Master / Master of Business Administration

The purpose of the present study was to examine some of the relationships between the level of performance and job satisfaction, goal perceptions, and value of rewards. The subjects for the study were the department managers and nursing supervisors of a small general hospital. Performance criteria for the subjects were obtained by convergent and discriminant analysis of superiors' ratings on a number of traits. The data obtained, indicated that the two groups of subjects, although working in the same organization, had quite dissimilar attitudes and perceptions. The findings were interpreted as manifestations of the different organizational micro-climates in which the two groups operated. / Business, Sauder School of / Graduate

The purpose of this qualitative study was to examine the experiences of healthcareadministrative-educators and middle managers from three Midwestern hospitals about employer-provided management education for middle managers. The vision of the Chief Healthcare Administrator (CHA) of each hospital is reflected in the vision, mission andstrategic plan. The availability of formal training and development programs for middle managers is evident in the CHA's commitment to education. Using individual interviews of one-hour, the study examined the behaviors of managers and reactions to the experience of ongoing formalized middle-management education.Non-profit institutions selected had over a 250-hospital bed size with a formal department or division of management education. Hospitals chosen were HCIA Sachs designated "100 Top Hospitals" for 1999 or 2000. Each participant signed a consent form. The sample size was a minimum of one administrative-educator responsible for delivering middle manager education, two clinical managers, and two non-clinical managers from each hospital. The administrative-educator selected the interviewees. Managers interviewed had at least three years of management experience. Attitudes and practices varied due to social, political and contextual variables.Respondents were free to withdraw from the study at any time. For verification and enrichment, participants reviewed their individual interview transcripts. Managers described experiences with management education, reported increased levels of confidence, listed helpful resources, and named driving forces to support management education. Findings revealed clinical and non-clinical managers have common learningneeds. For successful management education, administrative-educators address the hospital's social, political, and cultural needs.Interviews were electronically recorded and kept confidential, as well as the verbatim transcriptions of the interviews. After the research process was complete, all tapes were destroyed. Each institution received a summary of the final document.In future years, the anticipated benefit to the participants will be that hospitals utilize the collective information to plan and deliver improved educational programming for the middle manager. This study found common themes among the respondents to develop new ways of thinking to improve managerial performance. Results may direct others to set a standard of managerial competency in healthcare. Healthcare middle managers' learning needs warrant further investigation. / Department of Educational Studies

D.Cur. (Nursing Science) / A cost centre in a hospital setting was an identifiable department; such as a nursing care unit, where a nurse manager was also assigned the responsibilities of assuming the duties of a cost manager, e.g. managing the expenditure of that unit and being accountable for the costs. The cost centre was assigned an account number in the hospital accounting system for the purpose of controlling clinical and administrative costs, as well as accumulated expenses by that department (Cleverley & Cameron, 2003:437). The South African National Treasury prescribed expenditure control measures in Section 38 to ensure that expenditure should be accounted for, by appointing an accounting officer (South Africa: 1999). In the particular tertiary hospital complex environment, accounting officers were the appointed cost centre managers who were also the unit nurse managers of these nursing care units. These managers experienced difficulties in fulfilling their dual role in a cost centre management environment for which they had not received training. The purpose of the study was to develop a training programme for nurse managers also appointed as cost centre managers at a tertiary hospital complex in the Limpopo Province. In this study, a qualitative, descriptive, exploratory and contextual design was used. Homogenous purposive sampling was conducted from a population of thirty six (36) nurse managers appointed as cost centre managers. A focus group interview session in which nine (9) cost centre managers participated and twelve (12) cost centre managers participated in one-on-one unstructured interviews were conducted until saturation of data was reached. The central question posed was: “How is it for you as a cost centre manager in your nursing care unit executing dual role for CCMT and providing quality care to patients?” Participants were given an opportunity to describe their experiences about being appointed as cost centre managers in their working situation and while providing care to patients. Adapted phases of the development process of Meyer and Van Niekerk (2008) were used in developing the programme. The survey list of Practice Oriented theory of Dickoff, James and Wiedenbach (1968:434) and Malcolm Knowles’ adult learning (Graig, 1996:253) served as the point of departure for developing a context-specific training programme. Malcolm Knowles’ adult learning theory (Graig, 1996:253) acknowledged that adult learners had specific learning needs when compared to other learners.